Supporting Fluid Transitions in Innovative Learning Spaces: Architectural, Social and Technological Factors

2016 ◽  
pp. 57-83
Author(s):  
Nadia Pantidi
Keyword(s):  
Learning Spaces ◽  
Technological Factors ◽  
Innovative Learning

scholarly journals Flexible and innovative learning spaces: An exploration of parental perspectives on change, consultation and participation

2021 ◽  
pp. 147490412110412
Author(s):  
Leon Benade
Keyword(s):  
Research Question ◽  
National Policy ◽  
Ministry Of Education ◽  
Learning Spaces ◽  
Parent Questionnaire ◽  
Educational Environments ◽  
Innovative Learning ◽  
Open Plan ◽  
Role Of Parents ◽  
Education Delivery

The role played by innovative educational environments to support learning for the 21st century has attracted the interest of the Organisation for Economic Cooperation and Development at the global governance level and at the national policy level internationally. This article draws on global, European and Australasian research and data from a qualitative study of consultation and participation in the development of innovative and flexible learning spaces in the New Zealand context. It focuses specifically on the role of parents, drawing data from relevant policies and documents, a parent questionnaire and interviews of parents, architects and Ministry of Education Delivery Managers, responsible for delivering large capital works projects. While the architect participants believe their bold designs are inspirational and promote new pedagogical styles, and positive relationships, some parents view these open-plan learning areas (and associated pedagogies) as needlessly experimental, placing the needs and education of their children at risk. Delivery Managers are focussed on seeing the projects to conclusion, on time and on budget. The critical analysis considers the findings in relation to the research question and reflects on the dual themes of innovation and risk. Further questions for research are suggested.

scholarly journals Technology Learning in Automobile Industry: Comparative Study between Thai and Korean Companies

2019 ◽  
Vol 13 (1) ◽  
pp. 236-249
Author(s):  
Olga A Shvetsova
Keyword(s):  
Regression Analysis ◽  
Technology Transfer ◽  
Southeast Asia ◽  
Automobile Industry ◽  
Comparative Approach ◽  
Innovative Technology ◽  
Technology Learning ◽  
Technological Factors ◽  
Innovative Learning ◽  
Learning Development

Background: Currently, the issue of the company’s innovative development is relevant in all areas of activity. Automobile industry, which has one of the development vectors such as an innovative component, poses for itself the task of achieving high competitiveness through active innovative learnings and technology transfer. This direction is influenced by technological factors, which should be taken into account while developing and implementing the company's innovative technology transfer strategy. Automobile industry in Thailand appears to be a successful story as it plays an important role in the national economy and becomes a car-manufacturing hub of Southeast Asia as called “Detroit of Southeast Asia”. Thailand is a world-class vehicle production base such as Ford, Toyota and Nissan. However, the growth of industry depends on the performance of MNCs, which remains unclear whether Thai automobile industry could sustain the same position with its own technology capability alone. Aim: This paper aims to develop the suggesting on the technology learning transfer of automobile industry in Thailand based on Korea’s experience. I analyze the evolution of the automobile industry of Thailand and South Korea to identify the key drivers of auto industry’s development through learning from macro level to the firm level of the two countries. Objective: The study aims at investigating technological factors which influence innovative learning development of transport company and evaluating their interdependence using correlation-regression analysis. Methods: The correlation-regression analysis and comparative approach were used to develop the model. Results: Two automobile corporations from Asian region were investigated. Technological factors influencing learning development of these corporations were found; significant in explaining the factors’ interdependence was discussed. Conclusion: Different groups of technological factors influence on innovative learning development of automobile companies in Asia. These findings can be used as information for managers to develop strategic programs to improve knowledge transferring process in Asian automobile companies.

Innovative Practices in Primary and Secondary School Learning Environments

2021 ◽  
pp. 60-78
Author(s):  
Damian Maher
Keyword(s):  
Pedagogical Content Knowledge ◽  
Learning Environments ◽  
Technological Pedagogical Content Knowledge ◽  
Learning Spaces ◽  
Pedagogical Content ◽  
Knowledge Framework ◽  
Innovative Learning ◽  
School Learning ◽  
Innovative Learning Environments

There have been numerous changes to the design of learning spaces, inviting educators to innovate the way they teach. This chapter focuses on innovation and how this is shaping practices in primary and secondary schools with a focus on learning environments. The chapter begins with an examination of the notion of innovation exploring the role of leaders and technology-driven education. The focus of the chapter then shifts to frameworks that are used to guide teachers' knowledge looking at the technological pedagogical content knowledge (TPACK) framework and the technology, pedagogy, content, and spaces (TPeCS) knowledge framework. The focus then moves to explore innovative learning environments and the innovative practices occurring in them with a consideration of pedagogy and flexibility. This is then followed by recommendations for further research.

Equity, Literacies, and Learning in Technology-Rich Makerspaces

2020 ◽  
pp. 150-173
Author(s):  
Wen Wen ◽  
Jill Castek
Keyword(s):  
Informal Learning ◽  
Literacy Practices ◽  
Driving Forces ◽  
Community Building ◽  
Review Of The Literature ◽  
Learning Spaces ◽  
Learning Engagement ◽  
Formal And Informal Learning ◽  
Innovative Learning ◽  
Equity And Inclusion

This chapter uses an equity lens to examine learning in makerspaces with a focus on the role that literacies and technologies play in these spaces. The authors examine ways that makerspaces bridge formal and informal learning and serve as important contexts for community building and mentorship. This stance on makerspaces centers equity and inclusion as driving forces that must become central to the design of these innovative learning spaces. The piece includes a review of the literature aimed at building a deeper understanding of the principles that underlie literacy practices, collaboration, and learning engagement. The authors offer principles and recommendations for designing, organizing, expanding, and sustaining learning-through-making opportunities for all learners.

scholarly journals Transforming learning spaces for multilingual interaction: the outcomes of a workshop delivered at the 2020 eLearning Symposium

2020 ◽  
pp. 5-14
Author(s):  
Cecilia Goria ◽  
Lea Guetta
Keyword(s):  
Social Engagement ◽  
Teaching And Learning ◽  
University Teaching ◽  
Learning Spaces ◽  
Learning Space ◽  
Space Design ◽  
Life Long Learning ◽  
Multilingual Communication ◽  
Innovative Learning ◽  
Ongoing Development

The design of innovative learning spaces currently affects different educational sectors, including university teaching and learning. A parallel can be identified between the weakening of the specialisation of spaces for formal, informal, life-long learning, social interaction, and leisure and the blurring of the boundaries between work/learning and social engagement. Furthermore, a user-centred approach to space design mirrors the ongoing development towards student-centred education and the emphasis on making these spaces digitally competitive equally reflects the increasing integration of technologies in teaching and learning. This contribution is the report of a workshop delivered at the eLearning Symposium, 24th January 2020, Southampton, which explored possible designs for a learning space conducive of multilingual communication, collaboration, and creativity.

scholarly journals Faculty and Student Perspectives on Redesigned Learning Spaces at Mason

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Kimberly Eby ◽  
Laura Lukes ◽  
Stephanie Hazel ◽  
Zicheng Zhang
Keyword(s):  
Active Learning ◽  
Sense Of Community ◽  
Implementation Process ◽  
Health Sciences ◽  
Learning Spaces ◽  
Student Surveys ◽  
Iterative Design ◽  
Design And Implementation ◽  
Innovative Learning ◽  
Academic Year

Mason is reimagining learning spaces on our campuses to foster active and collaborative student learning. This commitment is part of our strategic plan goals for innovative learning and supporting teaching and scholarship excellence. While we currently have 12 classrooms intentionally designed to support active learning, both the Peterson Health Sciences Building and the Robinson rebuild offer significant opportunities for increasing the number of these learning spaces. As part of this initiative we have created an iterative design and implementation process that leverages faculty and student experience feedback. This poster will highlight preliminary findings (e.g., satisfaction, sense of community and connectedness, types of learning experiences, etc.) from both our faculty and student surveys from the 2015-2016 academic year. 

scholarly journals From Classroom to Learning Environment

2021 ◽  
pp. 51-55
Author(s):  
Samuele Borri
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Design Development ◽  
Learning Spaces ◽  
Student Centered ◽  
Student Centered Learning ◽  
Policy Makers ◽  
Innovative Learning ◽  
Innovative Learning Environments ◽  
New Generation

AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.

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